The purpose of this action research study is to help students alleviate their anxiety and stress symptoms using activities based on Olivia Gude's postmodern principles. The activities included are the participants own take-along visual art journal kit and classroom projects. Professional learning outcomes include the knowledge to equip teachers…

Focuses on books by Brown, Dowling, and Davis that constitute significant and substantial attempts to broaden and deepen the nature of discourse about, and activities in, the field of mathematics education. (ASK)

The advent of postmodern criticism has brought about numerous changes in the way those in the academy read and teach the reading of texts. From Michel Foucault's "What is an Author?" to Roland Barthes'"The Death of the Author" and beyond, critics and theorists have sought to decrease the author-ity of the material that is read.…

Presents several classroom experiences encountering Donald Barthelme's "The Indian Uprising" to suggest how this and other postmodern texts might be approached in college classrooms. (SR)

Argues that postmodern language theory offers useful insights into long-standing writing problems encountered by writing instructors. Discusses a postmodern view of language, how language shapes reality, the contributions of Jacques Derrida, and deconstruction and composition. Applies these ideas to two pedagogical ideologies, and suggests some…

Suggests that what makes Charles Johnson's "Middle Passage" significant and eminently teachable is that it is an accessible example of "historiographic metafiction"--bestselling postmodern novels set in the past. Notes that students find the novel "easy" and enjoyable and that teaching the novel with some of its intertexts, such as H. Melville's…

Proposes that English teachers recycle philology as a field of study. Redefines the shape of philology in view of postmodern theories of signification. Considers concepts of hermeneutics in retheorizing the aims of philology. Shows how such philological investigation might be used in the classroom to study literary texts. (HB)

Examines how criticism of Discipline-Based Art Education (DBAE) compares with the larger critique in the visual arts of high-modernism by post-modern critics. Examines DBAE's philosophical position on Classical Idealism and its back-to-basics approach. Suggests that the diversity in today's world should be represented in the classroom. (KM)

Discusses postmodernism in the art classroom, the struggles of African American artists, and meaningful approaches for teachers. Presents a sidebar story of a mentor (Viktor Lowenfeld) and a successful black artist (Charles White). (RS)

Asserts that sharing postmodern works with students makes them aware that fiction continues to evolve and authors continue to experiment. Discusses several postmodern novels and suggests using passages as well as entire works with students. (PRA)

Describes a course on values in twentieth-century literature. Discusses the teaching of James Joyce's "Portrait of an Artist as a Young Man" and other works. Describes the students' reactions. Asserts that twentieth-century literature should be addressed in a way that encourages students to grow and develop. (PRA)

Argues that the postmodern tenet of "articulation" can be used to better teach the philosophy of "sociological imagination." Discusses the notion of "teacher as text" as a strategy of using instructors' personal experiences to help students make sense of their own perceptions and practices, and to better understand actualizations of agency. (DSK)

A variety of desperate questions come from frustrated teaching assistants who want to teach well but have fallen into the widening gap between postmodern theory and daily practice. Too often, TA training consists of an overwhelming load of postmodern theory insufficiently counterbalanced by practical methods. Does postmodernism preclude teaching…

Intended for teachers, this paper offers a method of incorporating narratives and postmodernism theory into the introductory communication course. It discusses narrative and the essential role it plays in attaching meaning to human experiences and establishing their identities. The paper describes the concepts taught in the introductory course,…

Examines the possibility of negotiating ethical issues productively in the postmodern classroom. Reviews Iris Marion Young's refutation of distributive ethics and Young's alternative system based on group difference. Describes recent work on classroom ethics relying on distributive language. Suggests ways of extending this work in light of Young's…